Transportation Assessment TracAnalysis

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Transportation Assessment

TracAnalysis™

Final Report

Prepared for:

Boulder Valley School District

March 2013

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Table

of

Contents

EXECUTIVE SUMMARY ... 1

COMPARATIVE DATA ... 3

ORGANIZATION AND STAFFING ... 8

ROUTE PLANNING ... 15

DISPATCH ... 20

MAINTENANCE ... 23

DRIVER RECRUITING AND RETENTION ... 29

SAFETY AND TRAINING ... 31

FACILITIES ... 33

FLEET PLANNING ... 36

BUDGET AND COST CONTROLS ... 39

ROUTEYIELD™ ASSESSMENT ... 43

IMPLEMENTATION OF KEY INITIATIVES ... 49

Appendices

A. T.E.A.M.S.

B. Safety Climate Analysis C. Bus Inspection Worksheets D. Principal Evaluations

E. Transportation Cost Allocation F. Comparable Financial Data

G. Recaps of Routes by Program Type – AM H. Recaps of Routes by Program Type – PM I. Time & Capacity Utilization by School – AM J. Time & Capacity Utilization by School – PM K. Current Bell Time Tiers – AM

L. Current Bell Time Tiers – PM M. Resource Utilization Timeline - AM N. Resource Utilization Timeline - PM

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EXECUTIVE SUMMARY

Management Partnership Solutions, Inc. was engaged to perform a comprehensive review of the Boulder Valley School District (BVSD) student transportation system. Over a period of two months the following functions were analyzed for performance and compared to common industry standards and best

practices:

 Organization and Staffing

 Dispatch

 Maintenance

 Driver Recruitment

 Safety and Training

 Facilities

 Fleet Planning

 Route Planning

 Time and Capacity Utilization (RouteYield™)

 Budget and Cost Control

 Building Principal Satisfaction

Operationally we found the management team to be very well organized with documented processes and procedures in place that meet or exceed industry standards. In particular, the driver recruiting,

screening, and training was exceptional. Overall effectiveness was further demonstrated by a relatively high level of satisfaction among the building principals.

The analysis revealed that BVSD operating costs are high when compared to other districts. In particular the cost per student and bus were high while the cost per mile was in the mid-to-high range of peers. The broad geographical area served in BVSD certainly lifts the per bus and per student costs yet the impact of this operating environment is further evidenced in the relatively satisfactory per mile cost. It is our judgment that two factors contribute to the high costs borne by the system:

 School opening and closing bell times

 Fleet related costs Bell Times

The chart below depicts the wide variety of bell times employed by the district. The impact of such an array is that buses cannot be scheduled to serve multiple schools. We have taken the liberty of

summarizing the various bell times as the buildings actually employ in excess of 50 unique times. Throughout the United States and Colorado commonly districts target buses to serve three schools in the morning and a corresponding three in the afternoon or ’triple-routed’. This results in an overall rate achieved in many districts of 2.5 to 2.8 runs per bus. The runs per bus rate for BVSD is 1.76 per bus some 33% less efficient than most districts.

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With the adoption of three distinct bell times for the district and properly balancing the number schools throughout the schedule it is estimated that about forty buses could be reduced resulting in operating cost reductions approaching $2,500,000 per year.

Fleet Related Costs

Our analysis of the fleet and its maintenance revealed relatively high costs. This is primarily the result of:

 Too many buses being maintained and insured

 Average fleet age of approximately 10 years

An industry target for spare buses is 15% in excess of regularly routed buses and the average fleet age target is 7-8 years. The 15% allows for bus maintenance scheduling and school activity trips. The BVSD fleet exceeds the spare ratio target by 54 buses and the average age of the fleet is about ten years. Both factors create additional costs. Should BVSD adopt a lower number of spares the fleet costs would be reduced.

Organization and Staffing

The level of organization and the documentation of policies and procedures meet or exceed that which we find in other districts. In particular, we found the driver recruiting, screening and training to be very well organized. Recommendations will be found to help the team become more ‘data-driven’ in its management and decision processes.

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COMPARATIVE DATA

The direct comparison of school district transportation systems can be very difficult. Rider eligibility polices, geographic challenges, nature of the community(s), labor market competiveness, etc., have significant cost impacts and can account for uncontrollable differences. However, some broad judgment may be made and therefore general comparative analysis provides for more informed decision making. Boulder Valley School District

Operational Summary

Transportation is provided to a service area of approximately 500 square miles serving the communities of Boulder, Gold Hill, Jamestown, Lafayette, Louisville, Nederland, Superior, Ward, and section of Broomfield, and Erie. Total enrollment is 27,387 students making the Boulder Valley School District the eighth largest district in the state. Over 10,000 students are scheduled to be transported daily to the District’s 66 schools and programs. However only about 5,200 regular education and 410 special needs students were transported on the school day the bus system activity was measured. Service is provided on 182 “route” buses, 99 regular education and 83 special needs buses.

A fleet of 264 school buses and Chevrolet Suburbans are available to serve the daily needs. Transportation services are self-managed with all managerial, operational, support, and fleet maintenance staff employed by the district. The department is managed by an administrative

organization structure consisting of a Director, three terminal managers, four dispatchers, one payroll clerk, one extra trip clerk, one administrative clerk, and one Transportation Coordinator. Routing is managed by three full time employees with one each for regular education planning, one for special needs planning, and a specialist for the maintenance of the map. Safety training and oversight is provided one manager supported by three part-time trainers who also serve as route drivers.

Buses are dispatched from the district’s three terminals which are also responsible for the maintenance of the fleet assigned to their area. The fleet maintenance function staffed by a one Fleet and Service

Manager, three lead mechanics, eleven mechanics, and five mechanics helpers or trainees. The department is supported by a one administrative clerk and two parts clerks.

Regulatory and Policy Framework:

Eligibility is determined by locally approved policies within the guidelines established by state law. Transportation is provided for students who meet the following criteria:

 Elementary students who live beyond a 1.5 mile distance from school;

 Middle school students who live beyond a 2.0 mile distance from school;

 High school students who live beyond a 2.5 miles distance from school;

 Students who would be exposed to hazardous condition conditions;

 Students whose school of attendance has been changed as a result of a change in boundaries;

 Elementary ESL/ELL students assigned to schools other than their neighborhood school;

 All special needs students as determined by their IEP. Pay Range for Bus Drivers:

The 2012/2013 pay scale for bus drivers 1_{ranged from a beginning wage of $14.96 to a high of $18.23 per}

hour.

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Cost of Services:

Total expenditures as compiled by TransPar from information provided by the District found transportation services for the 2011-2012 fiscal year to be $16,085,773 which included $3,471,424 of vehicle, buildings and grounds capital outlays.

We utilized the pupil transportation cost and scheduled rider information from the 2011-12 Colorado Department of Education reports in order to make apples-to-apples comparisons with other school districts. Transportation service expenditures (excluding capital costs) for 2011-12 were $12,589,5642_.

Transportation represents 7% of the District’s FY 2012 operating budget of $175,495,9913_{. The number of}

pupils scheduled to be transported was 9,474. A cost recap is as follows:

Measure Boulder Valley School District (2012)

Annual cost per route bus $ 69,173

Annual cost per student $ 1,329

Cost as percent of total district costs 7.2%

2_{Colorado Department of Education Public School Finance/Transportation – Operation Analysis}

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Douglas County School District Operational Summary

The Douglas County School District is Colorado’s fourth largest district serving an area of approximately 926 square miles with a population of approximately 292,000. District enrollment is over 63,000 students with transportation provided to over 31,000 out of 33,000 eligible students on approximately 225 active route buses to the district’s 68 educational facilities.

Transportation services are self-managed with all managerial, operational, support, and staff employed by the district. The department is managed by an administrative organization structure consisting of a Director, a Fleet Manager, three Terminal Managers, three Assistant Terminal Managers, six secretaries, a Field Trip Manager, a Scheduling/Project Manager, a Special Needs Manager, and a ZPass Coordinator. Buses are dispatched from the district’s three terminals which are also responsible for the maintenance of the fleet assigned to their area.

 Elementary students who live beyond a 1.0 mile radius from school;

 Secondary students who live beyond a 2.0 mile radius from school;

 Students who live in areas absent of safe walking routes; and

 All special needs students as determined by their IEP. Pay Range for Bus Drivers:

hour.

Cost of Services:

Total expenditures on transportation services for the 2011-2012 fiscal year were $18,359,140.

Transportation represents three percent of the District’s FY 2012 expenditures of $574,762,3255_{. The}

number of pupils scheduled to be transported was 31,159. A cost recap is as follows:

Measure Douglas County School District (2012)

Annual cost per route bus $81,596

Annual cost per student $589

Costs as percent of total district costs 3.2%

4_{2012-2013 Amalgamated Transit Union Agreement}

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Poudre School District Operational Summary

Transportation is provided to a service area of approximately 1,850 sq. miles. Total enrollment is approximately 27,000 students making it one of the largest districts in the state. Nearly 12,000 regular education and special needs students are transported to the District’s 50 elementary and secondary schools on approximately 150 buses.

NOTE: The administrative and organizational structure has been requested. This section will be updated pending receipt of information from the district.

 Junior High students living beyond a 1.5 mile distance from school;

 Senior High students living beyond a 2.0 distance from school;

 Students who would be exposed to hazardous condition conditions; and

 All special needs students as determined by their ITP. Pay Range for Bus Drivers:

hour.

Cost of Services:

Total expenditures on transportation services for the 2011-2012 fiscal year were $6,085,371. This represents two percent of the District’s FY 2012 expenditures of $302,536,343. The number of students scheduled to be transported was 11,810. A cost recap is as follows:

Measure Poudre School District (2012)

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St. Vrain Valley School District Operational Summary

Transportation is provided to a service area of over 411 sq. miles serving all or portions of 13 different communities including parts of Boulder County and the community of Broomfield. Total enrollment is approximately 27,000 students making the district the ninth largest in the state. Approximately 11,000 regular education and special needs students are transported to the District’s 51 elementary, secondary, and charter schools on approximately 118 buses7_.

Transportation services are self-managed with all managerial, operational, support, and staff employed by the district. The department is managed by an administrative organization structure consisting of a Director, dispatch and scheduling personnel, lead drivers, and fleet maintenance mechanics8_.

NOTE: This information is based on information available on the district’s website. More specific and definitive information has been requested.

 Half-day kindergarten students are eligible to either a ride to school or home providing they live beyond 1.5 miles from school;

 Full-day kindergarten to grade 8 students who live beyond a 1.5 mile distance from school;

 Senior High students living beyond a 2.5 distance from school;

 Students living in exception areas based on safety considerations; and

 Special needs students as determined by their IEP.

In addition to distance based eligibility criteria, students who live within the walk zone may apply for space-available transportation from an established stop providing there is space on the bus.

Pay Range for Bus Drivers:

The 2012/2013 pay scale for bus drivers ranges from a beginning wage of $14.26 to a high of $20.52 per hour.

Cost of Services:

Total expenditures on transportation services for the 2011-2012 fiscal year were $6,249,739. Transportation represents four percent of the District’s FY 2012 expenditures9_{of $164,173,637. The}

number of students scheduled to be transported was 10,938. A cost recap is as follows:

Measure St. Vrain Valley School District (2012)

7_{Based on FY 2009-10 District Information – District Website}

8_{2013 Salary Schedule – Classified Staff}

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ORGANIZATION AND STAFFING

Customer Service, Policies and Procedures

Management of student transportation does not differ from any other department in that it is incumbent upon management to select, organize, maintain, and adjust staff to meet all demands. Establishing and reviewing action plans, developing people, adopting new methods and technologies are part of the ongoing efforts required to be efficient and successful.

All pupil transportation systems are unique. This section reviews issues of quantity, use of staff assets, training of staff, demands, and overall productivity.

The figure below briefly describes the functional responsibilities prevalent in all student transportation operations, regardless of size, scope, or relative complexity:

Student Transportation Functional Responsibilities

• Dispatch • Bus operations • On-road supervision • Training & safety • Payroll

• Human resources • Procurement &

accounting • Special trip admin

• Bus route development • Operational analysis • Technology support • Capital / replacement

planning

• Maintenance & repair • Fueling

Fleet

Management

Routing &

Analysis

Operations

Administrative

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The District provided the following organization chart dated 7/31/12:

In working with more than one hundred school districts in over twenty states TransPar has developed a staffing guideline based upon the number of buses operated. Using the ratios for 182 route buses the staff members are forecasted and compared to the Boulder Valley staffing levels:

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Transportation Department Staffing Guidelines*

Function Position Staff: Route Bus Ratio (182 Buses) Model BVSD

Operations

Director 1:300 1 1

Terminal Manager 1:150 2 2.5

Dispatcher 1:50 4 4

Payroll Clerk 1:50-150 1 1

Extra Trip Clerk 1:50-150 1 1

Admin 1:200-400 1 1

Trans Coordinator 1.5

Bud/Ops Analyst 1:100-500 1

Subtotal 11 12.5

Maintenance (add spares to ratios)

Service Manager 1:300 1 1 Shop Foreman 1:100-150 2 Lead Mechanic 1:50-100 2 3 Mechanic 1:25 8 11 Mechanic Helper 4 Parts Clerk 1: 150-300 1 2 Shop Clerk 1:150-300 1 1 Subtotal 15 22 Safety/Training/Recruiting Manager/Supervisor 1:100-500 1 0.5 Lead Trainer 1:250 0 1 Trainers 1:50 4 2 Trainers – 4 PT Drivers 2 Subtotal 5 5.5 Routing/Planning Regular Ed Trans Router 1:50-150 2 1

Special Ed Trans Router 1:25-100 1 2

Tech Specialist/Supervisor 1:100-500 1 1

Subtotal 4 4

Total Staffing 35 44

The difference between the model and BVSD staffing is maintenance. The staffing model contemplates maintenance staffing for school buses only. As analyzed within the maintenance section of the report BVSD is properly staffed once the ‘white fleet’ demands are taken into account.

The organizational framework is established in three documents:

 The Transportation Operating Procedure Manual

 Operator’s Vehicle Reference

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FINDING:

The above mentioned documents are comprehensive and appear to be continually updated. The material provides an easy to understand reference with meaningful information for new and veteran drivers alike.

COMMENDATION:

In our review of over 200 school districts nationwide, Boulder Valley School District’s transportation manuals are the most functional we have seen.

FINDING:

Comprehensive job descriptions were found for all employees.

COMMENDATION:

Boulder Valley School District’s job descriptions are professionally written, appear to be updated and are provided for all transportation employees.

Data Driven Decision Making

BVSD transportation has successfully developed and implemented operations policies and procedures. This solid management organizational framework readily lends itself to supporting a more robust data driven decision making environment.

FINDING:

While team meetings are held every two weeks, staff does not routinely gather and disseminate data in support of the organization’s decision making process.

The transportation department, having identified a challenge or concern, will embark on a process to objectively assess the situation and develop alternatives. However, as a matter of routine practice little operational data is formally assembled.

Defining, implementing and measuring success within a pupil transportation system occurs within the following hierarchy of information:

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RECOMMENDATION:

Implement a formal data driven accountability system for the various functions/staff.

By establishing measurements of success and tracking progress toward the goals “action plans” can be evaluated for effectiveness and performance evaluations become more objective. Increased

communications between staff along with brainstorming sessions will help all concerned do their job more efficiently and allow management to get a full view of what needs are yet unfulfilled. A proven management system, T.E.A.M.S (Appendix A), is included to provide management a framework for performance measurement and service assessment.

Alternative Transportation

Unique to BVSD is its staff of two that facilitates finding students alternative means for getting to school. Focused primarily on students ineligible to ride, the team educates parents and students on

transportation resources other than a school bus available in the community. A robust program encouraging the use of bicycles (BLAST) and the Federal program Safe Routes to School is being

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maintained. The highly innovative ‘Trip Tracker’ program utilizes contributions from local merchants to reward children who find a way to school other than their parents’ car.

COMMENDATION:

The alternative transportation function is a unique concept worthy of the pursuit of the grants to support it.

Customer Service

Principal Surveys (Appendix D)

BVSD principals were surveyed to measure their perceptions of the various aspects of the transportation service. The results serve to establish benchmarks and guide the transportation department to improving customer service where opportunities are identified.

This survey was conducted online beginning January 16 through January 23, 2013. The Principal Survey was presented to 46 school principals at 46 school sites. We received 28 responses; 4 high schools, 6 middle schools, 14 elementary schools and 4 other. In general, the responses received were above average and provide ample information to draw conclusions. Moreover, studies show the ‘no responses’ represent no related issues exist.

We found the following results to be extremely favorable. Highlights of the survey show principals to be:

 Overall 75% of participants are satisfied to very satisfied with student management techniques and following of procedures.

 In general, 89% of participants are satisfied to very satisfied with the Transportation Department’s responsiveness to complaints/issues.

 Overall the respondents were satisfied to very satisfied with the AM and PM routes being on time.

 Principals were for the most part satisfied to very satisfied with the customer service delivered by the drivers.

 Customer service received from the transportation staff was rated at 86% satisfied to very satisfied.

 Appearance of vehicles and drivers were viewed as positive.

All respondents indicated that they have safe bus loading/unloading areas. (Industry safety results show that fatalities are most likely to occur in loading and unloading areas.)

The written comment section shows a desire for additional student behavior training for the drivers. The results as to service satisfaction exceed the results we typically find. There was no definitive problem or weakness noted.

Cameras on Buses

The District is not utilizing video cameras on it vehicles. Video and audio systems are now widely accepted as an effective tool for maintaining student management and creating a safer environment within the buses.

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FINDING:

The District is not utilizing video cameras on it vehicles which has become standard operating procedure for most school districts and pupil transportation contractors.

RECOMMENDATION:

To the degree the investment can be made, the District should place a camera system on every daily bus. Drivers

In the graph below may be found the distribution of drivers by seniority:

It is quite common for districts to have, on balance, drivers with relatively few years’ experience. The nature of the job and its lack of hours are not attractive to career seekers. The distribution of BVSD fits the profile for the districts we review. The turnover rate for BVSD is in the range of 30-35% which, again, is typical for larger districts. Therefore, we conclude that the wage benefit package for BVSD is appropriate for the marketplace.

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ROUTE PLANNING

Systems generally rely on computerized routing software to aid in the process. Often these systems do not produce accurate and efficient routes unless they are constantly monitored and updated. This section speaks to the overall routing process. Continued training and monitoring is a must. Effectiveness of routing is measured by time and capacity utilization.

The routing and scheduling function is second only to the safety area in determining the effectiveness of a transportation system. Routing determines the total number of routes, which in combination with scheduling of bell times for the various schools, dictates the total number of buses required. This total route bus count drives nearly every expense associated with transportation. The better the district routes the system, the more efficient it becomes.

BVSD encompasses approximately 500 square miles covering 66 school sites. Over 10,000 students are eligible for and scheduled for daily transportation. The routing department is led by a Route Supervisor and assisted by a regular education Router, a special needs education Router and a Special Needs Liaison. The Routing Supervisor’s main responsibility is maintaining the Edulog routing system and its’

associated functions of mapping and census management. The Routers provide for stop creation, student assignment to stops, timing of routes, stop order and the pairing of routes to buses. The Special Needs Liaison works closely with IEP teams, parents and special needs staff to assure appropriate

accommodations of special equipment and vehicles are provided for students with special needs. The routing department currently routes 323 AM routes of which 129 routes are special needs and 194 are all others. In the PM there are 308 runs of which 127 are special needs and 181 are all others. Special needs routes represent approximately 40% of all routes.

Routing parameters and eligibility requirements

District policy establishes the eligibility criteria for students who will be transported aboard BVSD buses. The criteria are:

 Middle school students who live beyond a 2.0 mile distance from school;

 High school students who live beyond a 2.5 miles distance from school;

 Students who would be exposed to hazardous condition conditions;

 Students whose school of attendance has been changed as a result of a change in boundaries;

 Students assigned to schools or programs as schools other than their neighborhood school;

 All special needs students as determined by their IEP.

Bus stops are created along public roadways and public areas such as parks and school sites. Bus stops are created minimally 800 feet, or two blocks apart, where practical. Students may be required to walk the same distance to a bus stop as walkers must walk to school. Any hazardous areas along the paths to stops or schools are determined by the transportation department. The district does have a process in place where parents may appeal a determination by the department. Appeals are directed to the Director of Transportation with final appeal to the Superintendent.

There are no written policies regarding length of ride times or number of students per seat on a bus. The ride time practice is to maintain a 30 minute ride time for regular education students and 60 minute ride time for students with special needs. The times are longer for special needs students as they are often transported to programs outside of their normal attendance areas. For seating on buses, the practice is to

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load 2 students per seat. The seating can increase to 3 students per seat as needed with the exception of high school students when possible.

Students who choose to attend a school other than the school of attendance based on residence may be provided transportation on a limited basis. Students may apply to ride a bus that services the chosen school of attendance but the student must access an existing stop on an existing route within the chosen attendance area and there must be room on the bus. Additional stops, routes or buses will not be added to accommodate these situations.

FINDING:

BVSD provides transportation to certain groups of walkers to several schools including Angevine MS, Casey MS, and Louisville MS.

BVSD currently transports students to Angevine MS who live within two miles of the school that are not in or required to walk through an area that is deemed hazardous. These students originally walked to school and were provided transportation for a period of time due to a road construction project. That project has since been completed and there exists safe paths for the students to access the school as determined by transportation department personnel. The district has two buses dedicated to transport these otherwise ineligible students. Additionally, the high school feeder for Angevine MS, Centaurus HS, has requested transportation of these students continue once they reach high school. The area is also within walking distance to Centaurus HS.

RECOMMENDATION:

Board policy establishes that transportation personnel determine hazardous areas within the walk zone of schools. There is no known appeal to the Director of Transportation or the Superintendent that reversed this determination. The district should adhere to Board policy and return the students to a walker status and in turn remove two routes from the system.

FINDING:

BVSD provides transportation for two different high schools from the same areas.

BVSD provides transportation from the Heatherwood, Gun Barrel and Boulder Country Club areas to students attending two different high schools, Boulder HS and Fairview HS. The school of attendance by residence is Boulder HS. Fairview HS, under Board policy, should be a school of choice and

transportation offered from an existing stop and route within Fairview’s attendance area, as with all other schools. Currently, students are allowed to choose which high school they wish to attend and are

provided transportation to either. Transportation has two buses dedicated to transport students for this accommodation.

RECOMMENDATION:

Board policy is established with regard to transportation of students in a “choice” situation. The transportation of these students is from an unknown arrangement that dates back approximately 30 years. In absence of policy that provides for this accommodation and, in the interest of equality, the district should treat the students attending Fairview HS as choice students. Transportation should then be based on current policy for students attending schools outside of the area of attendance by residence. This action removes an additional two routes from the system.

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FINDING:

The attendance boundaries for some schools are separated. This may lead to transporting more students and transporting them more inefficiently than if they were consolidated and contiguous.

RECOMMENDATION:

Attendance boundary maps should be reviewed for irregularities and solutions discussed that could result in more straightforward student assignment and reduced transportation challenges.

FINDING:

BVSD assigns students to schools (or programs) other than their neighborhood schools such as choice, magnet, or special education programs. This creates incremental transportation demand and generally reduces transportation efficiency.

RECOMMENDATION:

Each school and program assignment practice that disrupts the neighborhood school transportation concept should be reviewed from the standpoint of its impact upon transportation cost and efficiency. Alternative assignments may be available that would mitigate such.

FINDING:

The Transportation Department reported that some special education students are transported to (or from) multiple or various destinations on different days. This creates transportation scheduling and service inefficiencies.

RECOMMENDATION:

Special education IEPs and education programs can cause for transportation schedules to vary for certain days of the week, and these must be accommodated by Transportation. However, if irregular pick-up and drop-off addresses are being mandated by IEP or otherwise, a policy should be established to define how exceptions will be addressed and approved, or disapproved.

Software Assessment

Transportation personnel facilitate their routing requirements using Edulog routing software that provides student transportation information to parents and district bus drivers. The Routing Supervisor maintains the system and associated maps. The original mapping from Edulog has been enhanced with the use of current county provided GIS mapping sources which has provided a map with higher functioning and more precise routing capabilities. Transportation also utilizes Google map overlays to provide better definition to street outlays to the core of the Edulog map.

As with any routing software, route timing is often the most varied outcome due to varying traffic patterns during the day. In BSVD, route timing becomes even more difficult due to the mountainous region and the varying speeds in which vehicles can actually travel versus posted speeds. Transportation responded to these variances by creating different speeds within the map that vary depending on the area of travel as well as the direction of travel (ex., up or down mountains). Routing personnel work with dispatchers and drivers to manually refine the timing of the routes when conditions exist that cannot be

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effectively corrected within the map for all applications. All users of the system are comfortable and knowledgeable with its use.

FINDING:

Census downloads present the most problems in the use of Edulog. Infinite Campus is the student information system (SIS) in place. The SIS does not provide for address matching at the time of student address entries at the school level. Many streets have different ways they may be spelled as well as local names for streets versus approved USPS spellings. Due to a combination of a lack of address ranges associated with street names within the SIS and misspelling of streets at the school level, transportation regularly experiences a 10% rate of error in geocoding students to the map. A student’s eligibility for transportation is not determined by the SIS. Edulog determines the eligibility of the students within the software after a full census download. A 10% rate of error represents over 3000 students that do not match the map. Students who do not match the map must be manually assigned. However, the mismatching replicates itself if the address coming out of the SIS is never rectified to match Edulog addressing. Any students who have been manually geocoded within Edulog become mismatched on the next download if a student record is changed for any reason as the system looks for all changes within the record in the SIS against what is within the Edulog record. For these reasons transportation only performs quarterly, full census downloads. Between the full downloads only new students are

downloaded. However, this schedule does not provide for deletion of students who have moved out of the district or changes in student information in an automatic format. This results in the retention of records that no longer exist or may be incorrect. Transportation then provides an excel file every week back to IT personnel to populate the student record with bus stop location and time. IT personnel provide a file back to transportation that contains those students no longer attending or other reasons a student may not have loaded into the SIS. This process is only completed for regular education students due to the frequency of changes for special needs students. Students with special needs bus information is relayed directly to parents via bus drivers to coordinate changing schedules.

RECOMMENDATION:

Evaluate the addition of an address matching program within the student information system; create a process for automatic downloads/uploads between Edulog and Infinite Campus.

District IT personnel should work cooperatively with the software vendors and the Routing Supervisor to establish a process whereby staff at the school level, when entering student address information, are provided with a method of verifying street address matching in the SIS using a uniform address database that meets the system requirements of Edulog. This allows for Edulog to perform an evaluation of

additions, deletions and changes between its database and the SIS database in the background versus the partially manual process currently used. Once this process is in place a regular daily or other incremental download process can be established to provide the most up-to-date information to transportation and other users of the information. A report of new students can be generated within Edulog and assignments made by staff.

FINDING:

Special needs transportation information for routing is not performed timely.

Transportation of special needs students is a time consuming process that requires multiple decisions regarding equipment and personnel in order to provide appropriate scheduling of transportation for students. Staff interviews indicate that their ability to effectively route this population is hampered by not receiving information in a timely fashion, particularly in the summer. The cause of late and/or poor information varies;

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 Late teacher input

 Outdated by the time school starts

 Approximately 50% of required information not received at all until teaching staff return to work the week prior to school starting

 Erroneous teacher input (sent the same form from the prior year)

 Pre-K students often not enrolled until the beginning of school

 Late homeless input

RECOMMENDATION:

The district should develop timely processes to provide special needs information to transportation. The routing of the special needs population necessitates significant resources in time and personnel. Board policy dictates that student information is to be delivered to the transportation department 20 working days in advance of the start of school. The district should work with special needs personnel to provide the information within the required time frame.

FINDING:

Breakfast program timing causes double runs to school from the same areas.

There are numerous schools that have breakfast programs that start 10-15 minutes prior to bell time. The buses are scheduled to arrive early to accommodate the breakfast programs. However, for schools that also have pre-k and special needs programs, these students cannot be released from the bus as the staff (paraprofessionals) that accept these students are not on duty until 5 minutes prior to bell time.

Consequently, transportation is providing separate rides for the pre-k and special needs students from many of the same areas so that these students do not have to sit on buses for the 10-15 minutes during the breakfast program.

RECOMMENDATION:

The district should evaluate revising the schedule by adjusting time or extending the workday for the paraprofessionals. This would allow for transportation to schedule pickups for the pre-k and special needs population at the same time as regular education students and reduce costs to transportation to cover the same areas twice.

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DISPATCH

Few functions within a pupil transportation operation are as important to asset utilization and customer service as the dispatch team. Superior communications, planning, and route knowledge are keys to success. Dispatch is in the position to track and quantify overall service performance. Effective dispatching is measured by on-time service.

The process and procedures for attendance, absences, and call-offs are documented in the department’s Transportation Operating Procedure Manual G-13. Drivers are instructed to call off 30 minutes prior to departure time or 6:00 AM whichever is earlier. Check-in time is 15 minutes prior to the AM route and 10 minutes for subsequent runs.

Beginning the prior day the dispatchers build a spread sheet identifying open runs and scheduled absences. Early morning call-offs are taken from an answering machine. The substitutes are assigned from a list of relief drivers with scheduled show times. The absentee spreadsheet and the relief driver list are reconciled to assure all runs are covered. The absentee spreadsheet is copied to payroll as a record of absences.

COMMENDATION:

The department assigns relief driving to their most experienced drivers that wish to perform this duty. The practice of utilizing experienced staff and compensating accordingly is consistently recommended by TransPar as a ‘best practice’. The benefit is the mitigation of service shortfalls by utilizing drivers whose seniority and experience helps overcome their unfamiliarity with the route assigned.

The ‘Garage end of Shift Report’ keeps the dispatchers informed of buses that are being serviced. This report is complemented by the Spare Bus Log that is utilized to make bus assignments.

A Daily Check-In Sheet is produced from the routing system. The sheet is organized in dispatch time order and includes the driver name, bus assigned, route number, and any variance in departure time based upon the day of the week.

COMMENDATION:

Drivers must receive their keys from the dispatcher in a face-to-face interaction.

Again, this is ‘best practice’ that TransPar recommends. The face-to-face process enables the dispatcher to judge the driver’s fitness for duty in a non-threatening but consistent manner. For safety and liability reasons this practice should be maintained.

FINDING:

The dispatch office maintains descriptions and maps for every route. At the beginning of the year each driver is required to ‘draw’ on a paper map the route he or she has been assigned.

RECOMMENDATION:

The routing system should be used to produce maps of the routes.

While the exercise at the beginning of the year of drawing a map likely serves to familiarize a driver with the route it is difficult to maintain current and accurate maps as changes occur throughout the year.

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Field Trips. Requests for field trips are received and recorded in an automated system known as ‘TOMS’. Drivers are required to submit and maintain their trip availability on a department form. Trips are

assigned to drivers according to their seniority and their availability. Trips are not assigned that conflict with regularly scheduled routes. Failure to accept a trip could result in the drivers being removed from the trip eligibility list. The driver must complete a trip ticket to include the signature of the sponsor in order to be paid for the trip. The trip ticket becomes the source document for allocating the cost of the trip to the user.

The Transportation Department contends that many field trips are scheduled during “prime time” morning and afternoon service periods and that to serve this demand many additional buses and bus drivers are assigned for daily service. Although school buildings are charged for all activity trips performed, the Department represented that the fees charged are well below the actual cost of performing these services.

FINDING:

The cost related controls over the quantity and extent of prime time activity and field trips may be ineffective and/or not leading to fiscally responsible decision making.

RECOMMENDATION:

The transfer pricing for school activity and field trip pricing should be set at the incremental cost per hour and per mile for the services performed. This would include a driver cost per hour (to include benefit and payroll tax load) and a bus cost per mile (to include fuel and parts). These rates should be increased by 25% during prime time service to thwart any unnecessary bus demands during those periods. Accordingly the base trip charge should be $30 per hour and 1.00 per mile; increased to $37.50 per hour $1.25 per mile for ‘prime time’ trips.

FINDING:

No operational data is being recorded to determine the effectiveness of dispatch or the performance of the system in meeting the needs of principals, parents, and pupils.

RECOMMENDATION:

Dispatch should gather data to determine the system’s performance. The data should be compiled daily and include:

 Total number of dispatches

 Late buses as reported by principals

 Accidents

 Breakdowns

 Driver absences

 Extra trips performed during route time

This data becomes the basis for objectively determining the following key rates:

 On-Time Performance Rate (total dispatches-lates/total dispatches)

 Accident Rate (per 100,000 miles operated basis)

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 Absentee rate (drivers absent/total drivers) determines total drivers required to meet regular routes

 Extra trip rate (total dispatches-trips/# of regular routes); along with the breakdown rate determines the number of buses and drivers required.

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MAINTENANCE

The Fleet Maintenance Department is charged with maintaining safe reliable vehicles in a cost effective and service efficient manner. Breakdown frequency, mechanically related accidents, maintenance cost per vehicle, parts inventory levels, state inspection pass rate, and fuel economy can measure

performance. Systems and processes that routinely monitor for these activities must be utilized. Key and essential elements that are common to an effective and efficient fleet maintenance operation include:

 Technically trained and motivated fleet maintenance technicians and staff;

 An emphasis on safety;

 Adequate working facilities including dedicated work stations for each technician;

 Accessibility to equipment and tools;

 Efficient vendor support and a parts inventory system that ensures parts and supplies are readily available;

 An assigned workload that is consistent with industry standards;

 A methodology for tracking of services performed and scheduled; and

 A process for self-evaluation including key performance measurements. OPERATIONAL SUMMARY

The Boulder Valley Fleet Maintenance Department is responsible for the maintenance and repair of all active route and spare school buses, and transportation support vehicles. In addition to the transportation department’s vehicles, the department maintains over 230 of the district’s white fleet vehicles and

miscellaneous types of small equipment for other departments and programs. Examples of these include vehicles used by the Food Service, Maintenance, and Grounds Departments.

The district operates three separate dispatch terminals with a maintenance facility co-located at each of the sites. The department is staffed by a one full time equivalent (FTE) Fleet and Service Manager, three lead mechanics, eleven mechanics, and five mechanics helpers or trainees. The department is supported by a one FTE administrative clerk and two FTE parts clerks.

Fleet management as a functional responsibility has many interrelated components all of which must be well coordinated to support the effective and efficient maintenance of the fleet. This includes the use of systems or software to effectively schedule work, procure and supply parts, and track repairs. Equally important are systems that track maintenance expenditures to enable managers to better control costs, manage budgets, and to project replacement costs. The interrelation of these components is best illustrated in the following graphic:

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Fleet Management Program Components

FINDING:

Fleet maintenance scheduling and tracking: For a fleet maintenance operation to be both cost effective and service efficient a system for the scheduling of maintenance and repairs and the tracking of

completed work must be utilized. The data from a fleet management system is invaluable as it provides managers with necessary information to effectively schedule preventative and reactive maintenance, track employee productivity, track excessive costs by bus or model type, and to develop key performance indicators.

The fleet maintenance function of the BVSD is aided by the use of FleetVision school bus management and maintenance software. All preventative and reactive maintenance work is scheduled and tracked with the use of the software. The software is also used to coordinate the procurement of parts and supplies to ensure that parts are available as buses are brought in for service. The system is effectively used to help manage annual inspections, preventive maintenance, work orders, driver identified defects, and quick fixes as described below:

 Annual inspections: The Fleet Manager forecasts and posts all buses due for their annual inspection for each of the next two months. This allows for the coordination of the ordering of parts based on past work and information stored in the system. As an example, tire tread depth is measured and recorded each time a bus is brought in for service. If it appears that a tire

replacement will be necessary, the parts process ensures that tire replacements are inventoried or that they are readily available. This is true of other vehicle components such as braking or suspension systems. This process also promotes the effective use of the mechanic’s time as they can proactively perform bus inspections as time in their schedules permit.

 Preventative maintenance: The district has implemented a 4,000 mile preventive maintenance standard which is well within the required 6,000 mile inspection standard required by the state. To ensure compliance with the schedule a calendar is created and updated as inspections are

Maintenance & Repair

• Preventive maintenance • Scheduling and work

order management • Mechanic training • Work quality assurance • Safety inspections

Fleet Management

& Fueling

• Replacement scheduling • Funding and financing • Fuel data management • Surplus property • Fueling infrastructure Parts & Vendor Management • Inventory management • Parts & feul procurement • Warranty administration • Outsourced repair

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becoming due. This process again supports the coordination of the procurement of parts and ensures that Dispatch and the drivers are appropriately notified.

 Work orders: As repairs are identified as a result of a mechanical failure or during an annual or preventative inspection, a work order is created to ensure that all services are being tracked. As work orders are being performed, reports are pulled to ensure the mechanic has all the work requested for that vehicle including driver identified defects. This helps to ensure that all repairs are completed at the time that a vehicle is brought into service improving the efficiency of the mechanic and reducing the inconvenience to the drivers.

 Vehicle defects: Drivers are provided with a “Defect” book for the recording of defects or mechanical issues during their pre-trip inspections or throughout the course of their day. A copy of the defect report is given the Dispatch Office. The dispatchers are responsible for entering the work request into FleetVision using a Low, Medium, High and Red Tag system of priority identification. While this process has required a commitment of training on how to accurately classify repair requests, the result of this is that all stakeholders have input and ownership of the maintenance process. The result of this is a more accurate description of the problem being provided which reduces the investigative time required during the repair process.

 Quick fixes: A process has also been established for the “quick fix” of minor issues such as lamp replacements or switches to ensure safety and eliminate the need to pull a bus from service.

 Performance measurement: The use of the system allows the Fleet Manager to effectively track the cost of maintenance per bus and other key performance indicators. These include cost per mile, miles per gallon by vehicle, and emissions tracking. The tracking of these measures helps to support the data driven decisions on which buses should be replaced and on what schedule.

COMMENDATION:

In a relatively short period of time, the Fleet Manager and the department have made a concerted effort in the re-implementation of the maintenance software to assist in both the scheduling of work and the tracking of performance. This benefits the entire operation as it supports the effective and timely repair of the fleet assets and also promotes effective communication between the maintenance and

dispatch/driving functions. FINDING:

Parts Inventory and Vendor Accessibility: Under the direction of the Fleet Manager, two FTE parts clerks are responsible for the procurement and inventory management of the parts for the department. A secure parts room is located at the Boulder Valley Terminal and serves as the primary location for the procurement and storage of parts and supplies. Limited parts storage is also maintained at the Lafayette and Nederland terminals under the control of the parts clerks. As the remote terminals require parts, drivers are used to transport parts reducing the impact to the mechanics in obtaining necessary parts and supplies.

The process is supported by the efficient use of FleetVision and it parts management and inventory capabilities. As a work order or defect report is submitted the parts clerks coordinate the procurement and supply of parts to proactively have parts available as a bus becomes due for service. As an example, as a bus is due for either preventive maintenance or it annual inspection, a review of all current defects or deferred repairs is conducted to ensure that all necessary parts are available when the bus is brought in for service. This process reduces the potential down time of the bus and increases the efficiency of the process and the mechanic. An annual inventory process has also been implanted to better control what is

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being ordered and what parts actually need to be stored. Interviews with staff did not indicate that vendor support and the availability of parts is a constraint to the maintenance function

COMMENDATION:

The use of software and the coordination of parts procurement help to ensure the effectiveness of the maintenance process by reducing the “wait” time for parts and the impact on productivity of the mechanic.

FINDING:

Workload of mechanics: For a maintenance operation to be both effective and efficient, it is important that the ratio of fleet maintenance personnel to the number of vehicles is appropriate and reasonable. A methodology has been developed to assist managers in determining the correct number of mechanics in ratio to the number of vehicles and equipment that is maintained. Each vehicle or piece of equipment is converted into a vehicle equivalent units or VEU. A VEU is a measurement that allows all fleet work to be measured against a common comparison basis. A standard automobile is 1.0 VEU while a school bus typically measures 3.5 to 4.5 depending on type and equipment. Industry standards suggest a ratio of 1.0 FTE technician to 100 to 125 VEUs as a guideline for staffing. These standards are inclusive of typical state vehicle inspection requirements.

The department is responsible for the maintenance of 264 buses with a VEU of approximately 942. Added to this responsibility is the maintenance of 22 vehicles for the transportation staff with 38 VEUs and a white fleet with a VEU of approximately 500. In total, this results in combined responsibility of approximately 1,480 VEUs. The department is currently staffed with a total of 20 FTE for the

maintenance of the combined fleet including the Fleet Manager. Factoring in absences for vacations, sick leave, holidays, meetings, reduces the effective FTE by at least 12 percent resulting in the equivalent of 17.5 FTE for vehicle maintenance. The ratio of fleet maintenance personnel to VEU is best illustrated in the following table:

Table 1: Ratio of Vehicles Maintained to FTE Ratio of VEU to FTE

Number of

Staff Estimated VEU Ratio of VEU to FTE Current Maintenance Staff With No

Adjustment for Time Off

20 1,480 74 Available FTE Adjusted for Time Off 17.60 1,480 84

Available FTE Adjusted for Time Off

and net of the Fleet Manager 16.75 1,480 89

Guideline: 100 to 125 VEU per

FTE

As the table illustrates, staffing appears to be slightly below the guideline with a range of approximately 84 to 88 VEU one FTE maintenance staff.

RECOMMENDATION:

While considering the measure alone it may appear that there may be an opportunity for a reduction in fleet maintenance staff; the immediate reduction of staff should be considered with caution. Specifically, the average model year age of the fleet is approximately 10 years of age which is above the desired average of 8 years. Older vehicles typically require additional time for both preventive and reactive

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maintenance requiring additional maintenance staff. A decision in achieving an optimal level of staffing should be made in conjunction with the other recommendations in the report including a potential realignment of bell times. The change in bells often results in a reduction in both active and spare buses which has a direct impact on the number of maintenance staff that is required.

COMMENDATION:

While it is understood that during times of a severe driver shortage that all members of the transportation department may need to be used in a driving capacity; interviews indicate that this practice is limited and has not had a negative impact on the department’s ability to provide effective services.

FINDING:

Staff Training and Education: All bus mechanics are required to have a minimum of two years’ experience in automotive and or heavy equipment repair including the completion of a recognized apprenticeship program (or equivalent). Additionally all mechanics must obtain a Colorado Department of Education School Bus Inspector’s Certification and possess or obtain a Colorado School Bus Operator’s license. Lead mechanics are required to have an additional three years of direct maintenance and

supervisory experience and are able to demonstrate a “masters” level of skill and knowledge. Interviews indicates that additional and ongoing training is supported and encouraged by the district including the payment of additional hourly stipend to employees that achieves the Automotive Service Excellence (ASE) and the National Association of Pupil Transportation masters certification. Interviews indicate that all mechanics have obtained some level of ASC certification and that five of the mechanics and the Fleet Manager hold master level certifications. Ongoing training is supported by dedicated training budget. Mechanic’s helpers are also provided training opportunities to increase their skill levels and to apply for mechanics positions as they become available.

COMMENDATION:

The encouragement and support of both routine and advanced training ensures that mechanics have the necessary skills and knowledge to ensure that buses are maintained in a safe and efficient manner.

FINDING:

Facilities and Equipment: Work is performed in facilities co-located at each of the three terminals. Combined, there are 20 work bays available for 14 mechanics and 5 mechanic’s helper/trainees.

Industry standards suggest a ratio of 1.5 bays per technician or 29 bays. The fractional bay per technician is necessary to enable technicians to perform both major and quick repairs simultaneously. In the

absence of the additional work space, the department must be efficient in how it schedules and completes its work. As in the case of BVSD this includes having staggered work shifts and performing some repairs outside of the facility. An additional impact to the efficient use of staff is the width of the bays

themselves. The bays at the Boulder Valley Terminal in particular were designed with minimal space between the bays. This requires that the mechanics coordinate the work on the side of the buses to minimize the interference as work is being performed.

While Technicians are required to provide their own service tools, a reimbursement program provides for replacement in the event that a tool is broken in the course of service. The department provides all shop equipment and supplies. Interviews indicate that there is sufficient funding to provide the necessary equipment and supplies that support effective and efficient bus maintenance.

Additional comments regarding the overall facilities for the Transportation Department are contained in

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RECOMMENDATION:

In the event that funding for a new facility or renovations becomes available, the consideration of an increase in the number of work bays should be considered. As discussed earlier in this section, this recommendation should be considered in conjunction with the other recommendations in this report and in particular after the results of a comprehensive bell time study.

FINDING:

Material Safety Data Sheets: Interviews and cursory review of the maintenance department’s Material Safety Data Sheet (MSDS) Book may not be routinely updated as required.

RECOMMENDATION:

Working in conjunction with the BVSD’s risk management provider, a more structured process for the maintenance of the MSDS information books should be implemented. This program would ensure that the safety of employees is of paramount importance and that the workplace is fully compliant.

FINDING:

General shop housekeeping and personal protective equipment: In general, while the condition of the equipment and the housekeeping in the shop areas were observed to be acceptable, the establishment of shop standards would be beneficial to ensure a clean and safe working environment. Additionally, interviews and observations found that the use of personnel protective equipment including vision and hearing protection were not fully established or enforced.

RECOMMENDATIONS:

1. A Safety Committee should be formed to help establish and support safe work practices and to identify areas for improvement. This program would ensure that the safety of employees is of paramount importance and that the workplace is fully compliant.

2. The monitoring of the use of personnel protective equipment should be considered and implemented. Guidelines for the use of personnel protection equipment should include at a minimum, vision and hearing protection, safety footwear, respiration, and lifting devices.

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DRIVER RECRUITING AND RETENTION

The pursuit and retention of high quality bus drivers has been a nationwide challenge over the past decade. More recently the economy’s general performance has created a wider pool for part-time labor. However, for many districts, maintaining a competitive market position along with continual aggressive recruiting is imperative to be successful. Reliance on non-driver staff to cover required routes is a common phenomenon that, left unattended, will eventually affect the performance level of the entire transportation team.

Safe reliable transportation is a team effort. Drivers, trainers, mechanics, dispatchers and managers are all indispensable. When a shortage of drivers exists the team adjusts to meet the demands of the day. Should a mechanic have to drive then maintenance is delayed. If a trainer drives then training new drivers is delayed. Managers become dispatchers as everyone scrambles to cover open routes. The immediate impact is on service. Substitute drivers or staff members that usually are less familiar with the route are transporting children. More critically, the ‘sub’ driver is less familiar with the passenger. The distinguishing characteristic of school transportation is the care and concern the driver must have for the passenger. Familiarity with every passenger is an important element of an effective system.

As members of the staff are called upon to drive, the office can no longer operate properly. Response to patrons and principals is slowed. Route adjustments wait for weekend or night attention.

All this has a cost. Maintenance becomes more expensive as overtime makes up for a mechanic’s driving time. Or worse, maintenance is deferred which leads to major, expensive problems. First year drivers are most likely to have accidents; chronic driver shortages mean a less experienced driver force.

Service degradation, maintenance expense, accidents, new driver recruiting and training combine to make a tough situation expensive. Money, time, and attention that could make a system great are consumed to meet daily demand.

Reducing buses must be a priority. This is the quickest way to achieve a full driver force. Analysis of capacity and time utilization must be on going and thorough. In the RouteYield™ section of this report, the opportunities for run consolidations and bus reductions are identified.

Starting wages and benefits will attract driver applicants. An enviable workplace retains them. The environment worked in everyday must be one about which one can brag. It must be clean, organized, respectful, and even fun. Today’s workforce will not long abide oppressive conditions.

COMMENDATION:

The recruiting, interviewing, and screening process for BVSD was found to be well organized and managed.

In particular the use of tools such SUPPORTINSIGHT™ indicates that management team is taking a very proactive approach to the recruitment of drivers.

FINDING:

The screening process can be slowed by the requirement for an interview committee of two people.

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Scheduling conflicts makes its difficult at times for the interview process to be completed due to a requirement that two people perform the interview.

RECOMMENDATION:

Allow the manager to perform and pass interviewees.

A stumbling block for recruiting drivers is the time from a candidates’ first response until all

qualifications have been met. A constrictive ‘pipeline’ contributes to driver shortages. The interview process for BVSD is well organized with a set of questions asked of every applicant. Given the demonstrated experience and success of the manager we judge the risk of solo interviews, when scheduling does not allow the use of second person, to be minimal.

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SAFETY AND TRAINING

Pupil transportation and safety go hand in hand. Pupil transportation is regulated by numerous agencies that place certain requirements and standards upon the industry. Management must ensure that all applicable rules, regulations, laws, and standards are adhered to. A sound safety climate is fostered by rigorously screening applicants, thorough training, diligent documentation, scheduled inspections and continuous observations.

Initial training offers the first opportunity to mold and develop positive attitudes. Selection of training personnel and the sequencing of training curriculum are highly important. Training departments should possess positive attitudes, energetic staff, sequential curriculums, and excellent tracking methods. Preventable accidents per 100,000 miles are the accepted industry measurement for determining the effectiveness of the safety and training effort.

OPERATIONAL SUMMARY

Upon completion of the hiring process approved applicants are scheduled for training. New drivers receive about 100 hours of classroom and behind-the-wheel instruction. Special mountain driving training is made available to drivers desiring the qualification and deemed skilled enough. The trainees are targeted for specific open routes. Once assigned the new driver receives a formal performance review with 60 days of assignment.

COMMENDATION:

The training of new drivers is well organized, thorough and meets or exceeds regulatory requirements. SAFETY PERFORMANCE

The industry standard for a school bus accident rate is one preventable accident per 100,000 miles. The total accident rate standard is 2 per 100,000 miles. However, operating conditions vary widely making direct comparisons inaccurate. Moreover, there is no consistent recording standard for accidents. For example, some districts only record accidents that result in second party damages above a certain monetary threshold.

FINDING:

The accident rate for BVSD for the past four years is as follows:

Year Accidents Preventable Miles Total Rate Preventable Rate

2011-12 40 29 2,412,000 1.65 1.2

2010-11 64 36 2,305,000 2.77 1.56

2009-10 70 35 2,272,000 3.08 1.54

2008-09 65 28 2,175,000 2.98 1.28

For the time period selected miles have increased annually while the total number of accidents has declined. Given the various methods of recording accidents trend analysis within the operation may be the most reliable barometer to measure effectiveness of the safety program. The following chart depicts BVSD’s positive trend:

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Detailed review of the accident reporting revealed that BVSD records every accident regardless of severity (no cost) or location (on lot). This is a high standard of reporting and not commonly used by other schools. Therefore, it is reasonable to assume that the nature of the reporting by BVSD contributes to a higher rate than one might expect.

RECOMMENDATION:

Establish the 2011-12 performance as the benchmark and target to improve the 1.2 preventable accidents per 100,000 miles.

Rather than be concerned with the variances in nation-wide reporting, the BVSD operation is sufficiently large and diverse to use the system’s trends and past performance to judge the effectiveness of its safety efforts. To facilitate analysis adopt the practice of monthly recording accidents and miles to maintain a moving 12 month accident rate. In this fashion management can recognize trends in order to develop plans and revise in-service training.

The ‘Safety Climate’ established and maintained by management contributes to safety performance as well as training. A ‘Safety Climate Analysis’ was performed and can be found in (Appendix B).

0 0.5 1 1.5 2 2.5 3 3.5 2008‐09 2009‐10 2010‐11 2011‐12

Accident

Rate

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FACILITIES

The ability to adequately serve the patrons can be affected by the type and amenities of the facilities utilized as well as where the facilities are located. When analyzing facilities the size and scope of the transportation operation as well as the overall size of the District must be considered. This review also considers items contained within the ‘Safety Climate Analysis’ forms found within (Appendix B). The core function o